This Quantitative study examined teacher autonomy and burnout as predictors of performance among elementary teachers in the Division of Davao Oriental, Philippines. Grounded in theories of self-determination and occupational stress, the research investigated the extent to which teachers’ perceived autonomy in instructional planning, classroom management, and decision-making, as well as their levels of emotional exhaustion, depersonalization, and reduced personal accomplishment, influence their overall teaching performance. Using a quantitative, non-experimental correlational research design, data were collected from a representative sample of elementary teachers through standardized survey instruments measuring teacher autonomy and burnout, alongside performance ratings based on institutional evaluation tools. Descriptive statistics, Pearson correlation, and multiple regression analyses were employed to analyze the data. Findings revealed that teacher autonomy was positively and significantly associated with performance, indicating that greater professional independence contributes to improved instructional effectiveness and job outcomes. Conversely, burnout demonstrated a negative and significant relationship with teacher performance, with emotional exhaustion emerging as a key predictor of diminished effectiveness. Multiple regression analysis showed that both autonomy and burnout significantly predicted performance, with autonomy serving as a protective factor against the adverse effects of burnout. The study underscores the importance of fostering supportive school environments that enhance teacher autonomy while implementing strategies to mitigate burnout. These findings provide valuable insights for educational leaders and policymakers in designing interventions aimed at improving teacher well-being and performance in elementary schools.